Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
The annual Public Education Perceptions Poll was released on December 1, 2015. It looks at perceptions of residents in Duval County around issues in public education and is issued by the Jacksonville Public Education Fund. This presentation was given at a press conference announcing the results on December 1, 2015. To learn more, go to jaxpef.org.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
Raising Achievement and Narrowing Gaps - Parliament Hill SchoolChallenge Partners
This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
This presentation by Selina McCoy and Emer Smyth was delivered on 29 November 2016 at a conference to mark 50 years of social research at the ESRI.
Find out more about the conference here: http://www.esri.ie/news/informing-social-progress-since-1966-esri-conference-marks-50-years-of-social-research/
Community Participation in the Programme of School Improvement (PSI) is being...Senevirathna Peellage
Annual Research Conference (ARC) - 2012
Faculty of Management & Commerce
South Eastern University of Sri Lanka – Oluvil ,This paper Presented by Chandana Kasturi Arachchi and P.Seneviratne
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
The annual Public Education Perceptions Poll was released on December 1, 2015. It looks at perceptions of residents in Duval County around issues in public education and is issued by the Jacksonville Public Education Fund. This presentation was given at a press conference announcing the results on December 1, 2015. To learn more, go to jaxpef.org.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
Raising Achievement and Narrowing Gaps - Parliament Hill SchoolChallenge Partners
This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
This presentation by Selina McCoy and Emer Smyth was delivered on 29 November 2016 at a conference to mark 50 years of social research at the ESRI.
Find out more about the conference here: http://www.esri.ie/news/informing-social-progress-since-1966-esri-conference-marks-50-years-of-social-research/
Community Participation in the Programme of School Improvement (PSI) is being...Senevirathna Peellage
Annual Research Conference (ARC) - 2012
Faculty of Management & Commerce
South Eastern University of Sri Lanka – Oluvil ,This paper Presented by Chandana Kasturi Arachchi and P.Seneviratne
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
In a Fl. school district where up to 57% of 6th-8th grade students have been failing math and reading we as a community set out to force the changes we want to see in our community. This is an overview of that plan.
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
Needs Assessment and Program Proposal Slideshow Pam Kummerer
PowerPoint was used to present the Committed College Coach (CCC) program to several key stakeholders to gain buy-in and financing. The program was an idea of Commissioner Wozniak, and I was an instrumental part of the core group in the development of the program. I am very proud to say that CCC is being tested in 2 local elementary schools. Powerpoint created/designed by Pam Kummerer
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The End of OSS: Transitioning from a “No Excuses” to a Restorative Model -- National Charter Schools Conference
1. City on a Hill Schools
The End of OSS: Transitioning from a
“No Excuses” to a Restorative Model
Paul Hays, Ed.D.
Chief Academic Officer
Paulshays@gmail.com
National Charter Schools Conference
Austin, Texas
June 2018 2
2. Paul Hays
3
• TFA Corps #3 Louisiana
• Founder
• Principal
• Chief Academic Officer
• LinkedIn
3. Who is in the room?
4
• K-12
• 6-12
• 9-12
• Part of Charter
Management Organization?
• Stand Alone Charter
Public?
7. 8
State Test 10th Grade (MCAS)
• 100% passing since 2006 with among the highest percentage
advanced and proficient scores and highest growth scores of
urban public high schools in Massachusetts
• Consistently highest gains of targeted demographic groups:
low-income, black, Hispanic, special-needs, and ESL
College
• 100% of City on a Hill graduates accepted to college or post-
secondary placement since 1998
• 94% average college matriculation rate within a year of
graduation since 1998
• 69% college graduation rate or are still enrolled in college since
2011
Results?
8. 9
Results?
Massachusetts Achievements and Awards
• Annually among highest ranked high schools in the state
according the Massachusetts Department of Education
performance index, including in 2015 when City on a Hill
Circuit Street was the only Level 1 non-exam high school in
the city of Boston
• Named by Governor as a “Commendation School”
• Designated in 2013 as a Massachusetts “Proven Provider”
National Achievements and Awards
• Has made the US News and World Report’s best High
Schools in the United States National Ranking since 2007
• Featured as a “Transformative School” according to the
National Urban Charter Credo Study
• Recognized by U.S. Secretary of Education Arne Duncan as
a 2012 Blue Ribbon School; CoaH was one of just four
schools in Massachusetts chosen in 2012
9. Average%Advanced City on a Hill Schools Consistently Demonstrate
Growth: 2015 8th Grade to 2017 10th Grade
Growth Score
0
20
40
60
80
100
8th Grade 10th Grade
Non low-income
White
Low-income
Black
Hispanic
12. 13
• Stabilizing “No Excuses” Model
• Transitioning Paradigms
• Tips on Implementing Restorative Practices
NOT
• School Improvement
Today’s Session
13. Leadership at The School Level Has the
Largest Impact on Student Results
Characteristics of Effective Schools:
• Shared vision and goals
• Monitoring progress; a “learning” organization
• High expectations for student achievement
• Concentration on teaching and learning
• A safe and orderly learning environment
• Strong home-school partnership
14. There is foundational knowledge and skill to
being an effective urban principal; it must be
taught and continually nurtured
• During the challenges of a principalship,
individual leaders will not rise to their ideal, they
will descend to their level of training
• Effective delegation and facilitative leadership
by a principal is proportional to that principal’s
knowledge and skill
15. Leadership Values:
• Focus of school leadership must be on the adults and adult
performance in the building
• The engine of effective teaching and increased student
performance is data feedback loops including teacher
observations and teacher meetings analyzing student
performance data to inform decision-making -- every day
• Principals don't see schools as the schools are, principals only
see schools as they are
16
16. Paradigm Alignment
17
• Does everyone in the organization
believe in the mission and vision?
• Does everyone believe that “all
students can learn” and that
“smart is not something you are,
smart is something you become.”
• Can all students earn acceptance
to a two or four year college?
17. Paradigm Alignment
18
• Is the “North Star” goal clear?
• Is everyone working to support
the work of reaching the “North
Star”?
20. 21
• Leadership and chain of command
• Adult culture of collegiality
• Clear alignment to North Star
• Student culture
• Board of Trustees
• Family and community
There is hierarchy to success!
21. 22
• No Excuses
• Zero Tolerance
• Positive Behavior Intervention System
• Restorative Justice
Philosophies of
Undesirable Student Behavior
Management
22. 23
• No Excuses should not be equated to
ZERO TOLERANCE
• No Excuses is a paradigm; ZERO
TOLERANCE is system
Philosophies of
Undesirable Student Behavior
Management
23. 24
• Born in the 1990’s (a different time and place)
• Significantly Unsafe Emotional Environments
• Discipline Doesn’t Teach; Adults Teach
• Parent Meeting
• Schools Self-Report Discipline Data
City on a Hill Behavior
Management Paradigm
24. 25
• All children can learn
• Behavior is learned; students only learn what they are
taught
• There are no bad students, only students who make
poor decisions
• Smart is not something you are; smart is something you
become through hard work
• In order to behave like college-bound students we must
believe all students are college-bound and teach them
the skills they need
City on a Hill Behavior
Management Paradigm
25. 26
• Discipline is not the answer
• Suspension does not teach desirable behavior
• Only trained adults working in concert to implement a
formalized program can significantly change an entire
school’s culture
City on a Hill Behavior
Management Paradigm
26. What is the category of your challenge?
27
• A systems / operational issue?
• A personnel / performance issue?
• A programmatic issue?
27. Turn And Talk
28
• How would you describe your
student discipline system?
• What incentives does your school
use to foster positive culture and
behavior?
• What is your out of school
suspension rate (OSS)?
28. Big Questions!
29
• How do you reduce suspension without reducing
emotional and physical safety?
• How do you change cultural standards without reducing
academic standards?
• Ending suspension and academically advancing students
is a perverse goal
29. Transition of Authority
to Address Behavior
30
u The principal and vice principal are not
responsible for the the school culture – all adult
stakeholders are responsible for school culture
u Must create a program and systems to include
everyone in the teaching and regulating of
student behavior
u NOW can begin a program like Restorative
Justice
30. Transition of Paradigm
31
u Transition from “No Excuses” ZERO
TOLERANCE
u To “No Excuses” Restorative Practices
31. • Turn and Talk 2:
32
• What are the top three culture/
behavior issues that are an
obstacle to learning at your
school(s)?
• Explain why you think they are
an issue.
32. • Resources
33
• Heart of Hope: A Guide for
Using Peacemaking Circles to
Develop Emotional Literacy,
Promote Healing and Build
Healthy Relationships
• Circle Forward (Boyes-Watson)
• Center for Restorative Practices
at Suffolk University
33. Must Establish Clear Goals and Metrics to
Measure Progress
• Reduce Out of School Suspension and
Emergency Removal across all schools
− OSS + ER Goal: 10% (max) for Boston school
and 16% (max) for NB
− Implement Restorative Justice Programs and
restorative circles
• Reduce attrition rate across all schools
− Goal: Decrease by 50% until all schools reach
15%
42. During the three year school culture change to
Restorative Practices, academic performance
on MCAS has been steady.
43
95
89
100
91 92
74
90
96
81
91
74 73
85
68
72
43. Leadership Values
Effective Urban
Leadership?
It can be done
Everything we need to know
to reform public education
and ensure access and equity
for all is already known.
We’re not looking for a cure.
Ron Edmonds captured it
well:
44
44. “We can, whenever and wherever we choose,
successfully teach all children whose schooling is
of interest to us;
We already know more than we need to do that;
Whether or not we do it must finally depend
on how we feel about the fact that we haven't so
far.”
-- Ron Edmonds (1979) Effective Education for the Urban Poor45
45. What are the first three steps your
school must take in order to implement
a Restorative Justice Program at your
school?
--Who are the champions?
--How much time will be required?
--What resources will you need?
46
46. Summary
• Restorative Justice and PBIS is effective if it
is an all-school effort owned by all adult
stakeholders
• Must invest time for transition
• Must plan for transition (no quick fix)
• Must invest time and resources to
Professional Development
• Set clear goals; establish accountability
47
47. What have you heard today that you
don’t believe?
What have you heard today that makes
you suspicious?
48